Table of Contents

CA CCSS Speaking and Listening in Science

Students need to understand and be able to use academic language to speak, listen, and ultimately write about their knowledge and experience with scientific concepts.

Productive dialogue supports and improves writing and it provides scaffolding and reduces the task demands associated with reading (Beauchamp, et al., 2011). Students benefit from talking to a peer, hearing a peer’s thoughts, and making sense of new ideas to understand scientific language and concepts.  

Providing hands-on investigations coupled with “accountable talk” increases student understanding of the data and provides a foundation for explaining the phenomena. Opportunities for students to talk with a partner about reading and experiments and then writing using evidence from the experimentation or the text solidifies student understanding.

The CA CCSS for ELA/Literacy highlight how speaking and listening can be integrated into science lessons through one or more of the following:

  • Conversation and collaboration;
  • Expression of point of view;
  • Use of evidence and rhetoric to support statements; and,
  • Adaptation of language to a variety of contexts.